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BULLETIN of the 

Imuprfittg of g>0utlt Olarnlttia 



A School Program 

for Li^O- WH 

South CaroHna 




By DERA D. PARKINSON 



ISSUED MONTHLY 
BY THE UNIVERSITY 



No. 80 
May, 1919 



COLUMBIA, S. C. 

Second-Class Mail Matter 




MAh 



6f 



V. 



1920 






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V ■ 

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.0 • 



TABLE OF CONTENTS. 



Financial Support 5 

Equalization of Opportunity 6 

District Taxation 6 

South Carolina's Illiteracy Problem 6 

The Night School and Adult Illiteracy 7 

Future Illiterates 8 

Compulsory Attendance 8 

Free Text-books 9 

State-wide Text-book Adoption 9 

Supplemental Texts 9 

Need for State Certification of Teachers 10 

Present Methods of Certification 10 

Need for Increased Salaries 10 

County Supervision 12 

Present Legislative Tendencies 13 

Consolidated High Schools 15 

Medical Inspection 16 

Physical Education 17 

Provision for Mental Defectives 17 

Vocational Training 18 

Four Types Vocational Training 19 

Appendix 21 

Bibliography 23 



A School Program for South Carolina was submit- 
ted by Mrs. Dera D. Parkinson to the Department of Edu- 
cation of the University of South Carolina as a thesis in 
partial fulfilment of the requirements of the degree of 
Master of Arts. It is a concise, clear-cut and comprehen- 
sive survey of the State's elementary and secondary 
school fields. The University Extension Division pub- 
lishes it as another useful contribution to South Caro- 
lina's growing heritage of educational straight seeing and 
right thinking. 

REED SMITH, 
U. S. C, June 10, 1919. 



A School Program for South 
CaroHna 



Following are some of the elements of a practicable 
educational program that would help to prepare our peo- 
ple for useful and effective membership in a democracy. 

Financial Support. 

The most important element in this program is a con- 
stitutional provision for definite, adequate dependable 
financial support. It is the duty of our lawmakers to find 
some means of increasing the State's educational fund. 
Our present system of depending upon appropriations is 
subject to the whims and fancies of politicians and is too 
uncertain a basis upon which to build. The present three- 
mill tax produces a considerable sum which could be ma- 
terially increased thru a one hundred per cent, valuation 
of property. Many property owners oppose any increase 
in the three-mill-tax on the supposition that within a few 
years taxes will be paid on the actual worth of the prop- 
erty. In the meantime our schools and our people suffer. 
Incidentally, the present system of tax returns is conduc- 
ive to dishonesty and leads to a constant evasion of the 
law. However if property were returned at its true value 
or if the three-mill-tax were increased, there would remain 
the necessity for calling a Constitutional Convention to 
change this provision. F'or, the present three mill tax is 
really a county tax and cannot be used outside the county 
in which it is collected. 



Equalization of Opportunity. 

Each county is a part of the State and a definite sum 
should be set aside for equalizing opportunity to all. The 
children, in a section taxed to its capacity, should not be 
deprived of an education while other counties enjoy a sur- 
plus derived from taxing railroads and corporations that 
drav^ their support from the entire State. The accident 
of having a v^aterfall or a river within its boundaries 
should not give the children of one community an undue 
advantage over those who live in an adjoining county. 
The three-mill-tax should be abolished and a State tax, 
based upon a one hundred per cent, valuation of property, 
should be levied. This tax should be utilized for the 
benefit of those counties which after doing their utmost 
cannot maintain a seven-months school in each of their 
districts. 

District Taxation. 

In addition to the State tax there must be constant en- 
couragement of and provision for district taxation in 
order that local taxation and interest may be maintained. 
Any improvement in the buildings, equipment, or teach- 
ing force of these schools vdll involve increased expendi- 
ture. Last year South Carolina's per capita sum for edu- 
cational purposes was only six dollars and fifty-eight 
cents, while the average for the United States was twenty- 
three dollars and eighty-seven cents, or nearly four times 
as much.* No worth while educational program in this 
State can succeed until a strong financial basis is pro- 
vided. 

South Carolina's Illiteracy Problem. 

In some States the next step would be to improve 
courses of study, extend vocational education and provide 

*1917 Report United States Commissioner of Educa- 
tion. 



for a centralized system of public parks and playgrounds. 
In South Carolina, it is to see that every man and woman 
and future generations be given an opportunity to learn 
to read and write the English language. South Carolina 
has 276,980 inhabitants over the age of ten years who are 
illiterate.* This number is larger than the entire 
white voting population of the State.* No doubt there 
are many near-illiterates who are very little in advance 
of those who cannot write their names. The entire urban 
population of the State is less than the number of illiter- 
ates.* Should these illiterates pass thru the State 
House grounds in single file, at the distance apart, and 
at the rate at which United States soldiers march, an ob- 
server could watch a continuous procession for ten days. 
If the members of the Legislature of nineteen hundred 
and nineteen should see this one hundred mile procession, 
there would be forthcoming immediate legislation for 
stamping out existing adult illiteracy and for preventing 
children of school age from growing up into adult illiter- 
ates. South Carolinians who give their money to support 
schools in China, Japan, South America and Africa, might 
well ponder the fact that one out of every four persons 
over the age of ten years in their own commonwealth 
cannot read the Bible. 

Problem of Adult Illiteracy Solved by Night School. 

Unfortunately the only men and women who have 
thought seriously on the subject of adult illiteracy have 
had no money to give. However, they have given their 
time and talent to the detriment of their physical well- 
being and probably to the detriment of the work for which 
they are paid. All honor to the teachers who, actuated by 
a love for humanity, have worked all day and taught at 
night for no financial consideration ! But the good of 
society demands that every citizen assume his share in 

*United States Census, 1910. 



8 

lifting this burden of adult illiteracy. The present system 
of voluntary, missionary night school teaching does not 
decrease the number of adult illiterates as rapidly as does 
the death* rate. 

Future Illiterates. 

However, ample provision for eradicating adult illiter- 
acy would not solve the illiteracy problem. While the 
night schools are slowly decreasing the number of adult 
illiterates, their ranks are being filled with fresh recruits 
from the children of school age^.* Last year 157,994 
boys and girls between the ages of five and eighteen 
were not in school and of the 394,467t_^ enrolled only 
two hundred thousand eight hundred sixteen attended 
regularly. In the world's greatest war. South Carolina 
furnished about 45,000 soldiers, or a number about one- 
third as large as that of the boys and girls between five 
and eighteen, who, unprotected from the indifference 
and selfishness of their parents, are growing to manhoc 
and womanhood with the millstone of ignorance about 
their necks. 

Further Illiteracy Prevented by Compulsory 
Attendance Laws. 

The very existence of the State as well as the hap- 
piness of its future citizens demands that these children 
be guarded from the criminal neglect of their parents by 
a State-wide compulsory school attendance law. Special 
provision must, of course, be made for the mentally, phy- 
sically and economically unfit. For the intelligent enforce- 
ment of this law, a school census must be taken. Too long 
have we guessed at conditions. We are living in a scien- 

*1918 Report of South Carolina State Superintendent 
of Education. 

11918 Report of South Carolina State Superintendent 
of Education. 



tific age and we must know the exact status of affairs 
if we are to make any improvement. Attendance officers, 
provided with a "live census," will be enabled to carry 
out the provisions of the law. 

Free Text-books. 

A compulsory attendance lav/ also implies the neces- 
sity for free text-books. This in itself would do away 
with much of the objection to compulsory attendance 
and would obviate the economic necessity for a State- 
wide text-book adoption that is claimed by the advo- 
cates of uniformity. 

State-wide Text-book Adoption. 

Concerning the State-wide adoption of text-books, it is 
well to remember that such an arrangement is inflexible 
and does not allow for the varying needs of our rural, 
village and city schools. Neither does it take into con- 
sideration that what is one man's meat is another man's 
poison. The text adapted to the use of the highly trained 
expert may be unintelligible to the holder of a third grade 
certificate. Yet the expert should be permitted the use 
of the best tools available. The inflexibility of the State 
adoption also does away with experimentation. Obviously 
the State as a whole cannot try out every new text that 
is published, no matter what its merits. If it should make 
this attempt, it would lose the great economic argument; 
if it does not, it will stagnate. The only satisfactory 
method is to allow the most progressive schools some 
degree of freedom. These can improve and strengthen 
the State's list by recommending new editions whose 
worth they have proved. 

Supplemental Texts. 

The providing of free texts makes the change from in- 
ferior books an easy one and, since no book is perfect 
and nearly every text has some good qualities, the change 



10 

is beneficial in that it provides for supplementary texts. 
These supplementary texts are valuable to the educated 
teacher. They are indispensable to the poorly trained 
one. 

Need for State Certification of Teachers. 

Unhappily, South Carolina has many poorly trained 
teachers. So long as it is possible for a girl with only a 
sixth grade education to play the part of teacher, so long 
will our schools be unattractive and harmful to the boys 
and girls who attend. So long as a third grade certificate 
is tolerated,a much needed incentive to professional train- 
ing is lacking. It is high time for the State to insist that 
its teachers be reasonbly qualified for the work they 
undertake. To do this, a change must be made in our 
methods of certificating teachers. 

Present Methods of Certifying Teachers 
Unsatisfactory. 

Our system begins satisfactorily by having the State 
Board prepare the examination questions.* It ends dis- 
astrously by permitting 45 standards of grading the an- 
swers to these questions. As teachers move from county 
to county there should be a uniform standard. Further- 
more only experts should grade examination papers or 
pass upon professional qualifications. Natur|ally, the 
larger the unit from which to select, the easier it is to 
secure the services of experts. Always the local district , 
should be permitted to select its own teachers but only 
from among those who have been certificated by the State 
Board and recommended by the county superintendent of 
education. 

Need for Increased Teachers' Salaries. 

With this State certificate must go an increase in teach- 

*General School Laws of South Carolina. 



11 

ers' salaries. MUny have done conscientious and really 
splendid work on a salary that a first class janitor would 
not accept. It is a sad commentary upon the intelligence 
of a society when it values the services of a teacher who 
serves thirty families as it does the labor of a cook who 
prepares the meals for one family. Many cooks in this 
State receive five dollars a week or two hundred sixty 
dollars a year plus their board and frequent tips in 
either money or partly worn clothing. The average sal- 
ary of the teacher in South Carolina is $293.99* She 
pays her board and buys her own clothing, supports the 
activities of the church, and buys Liberty Bonds. She is 
expected to contribute to the Red Cross, buy Thrift 
Stamps, and relieve the suffering of the Armenians. Also, 
she should join teachers' associations, attend teachers' 
meetings at the county-seat, subscribe for the leading 
professional magazines, attend institutes, and go to sum- 
mer schools. In the community her dress must be neat 
and "pleasing to the eye" of the children. In some com- 
munities she is even expected to set the fashion in dress 
for daughters of farmers who have just sold one hundred 
bales of cotton at forty cents a pound. Is it strange that 
other professions and even trades are attracting away 
from the teaching profession the good material that either 
accidentally strayed into its ranks or entered the fold 
expecting to receive a living wage in return for faithful 
service? Because of the high qualities expected and the 
low salaries paid, the best material in our college classes 
is planning to enter some other profession. This means 

that the weaker men and women will gravitate towards 
the teaching group and, unless stringent measures are 
taken, we shall forever have with us the ignorant, un- 
trained, unprofessional teacher. Such a teacher works the 
greatest harm in the rural sections where no provision 
is made for an expert checking up of educational activi- 
ties. 

*1917 Report United States' Commissioner of Educa- 
tion, Vol. II. 



12 
County Supervision. * 

The average country community has suffered from 
weak teaching plus weak supervision. A few counties 
have provided expert supervisors but the majority depend 
upon the county superintendent of education to note "any 

deficiencies in the classification of pupils or the 

methods of instruction."* So far as the law is con- 
cerned any qualified voter may become superintendent of 
education in his own county.f Considering the salary 
paid, it is marvelous that men of the intelligence of some 
of our modern county superintendents of education have 
been led to choose that occupation. Of course this is 
due to the high level of intelligence in a few counties, the 
unselfishness of some men, and largely to accident. Defi- 
nite qualifications as to general education, class-room ex- 
perience, and professional training should be required by 
law and then there should be provided a salary commen- 
surate with the demands of the ofiice. Our school law 
requires over 600 words to describe the various duties of 
the county superintendent of education and then makes 
provision for a salary that necessitates his having an in- 
dependent income or another job. The salary varies from 
five dollars a year to $2,000 a year.f For this reason, 
many county superintendents of education preach, plow, 
or practice law "on the side." If a tempting salary were 
provided and educational qualifications required, pos- 
sibly a capable man would be elected, but the ofiice Should 
be removed from the domain of politics. A county board 
of three, elected by the people, should appoint the county 
superintendent of education. The county board, rep- 
resenting the thought of the voters, should' be elected. 
The superintendent of education should be selected for 
his knowldge, not because his views on educational mat- 

* General School Laws of South Carolina. 
fCeneral School Laws of South Carolina. 
tl918 Report of South Carolina State Superintendent 
of Education. 



13 

ters coincide with those of the most influential man in 
the county's political machine. As one of the foremost 
educational leaders of South Carolina says, "When I send 
for a physician, I want him to substitute his knowledge 
for my ignorance."* This is the correct attitude to 
assume towards any position that demands expert train- 
ing. The county superintendent of education must be a 
man capable of training the inexperienced, weeding out 
the unpromising, and adding the successful teacher to 
his staff. He should have the authority by law, to do 
these things. With certified, strong superintendents, and 
compulsory attendance, it will be necessary to change 
some of the education the State is offering and also the 
places where this education may be secured. Taking 
up the latter question first, it is only necessary to visit 
some of the miserable one-room school houses to under- 
stand why some enlightened citizens have opposed com- 
pulsory education. 

Present Legislatlve Tendencies. 

Instead of working to perpetuate the one or two-room 
school, the rural population must be shown the advantages 
of co-operation. A billf much discussed by the legis- 
lature of 1919 was one requiring all schools with two 
teachers to teach ten grades if there are any pupils de- 
manding such instruction. Many advocates of this bill 
were parents of boys who have completed the seventh 
grade and who desire to secure high school training. Such 
citizens unfamiliar with the value of the consolidated 
school but actuated by worthy motives used an argument 
that ran something like this : "Does not equality of oppor- 
tunity mean that every boy and girl in every district in 
South Carolina must have the privilege of securing a high 

school education if any other boy and girl in the State may 

*Dr. Patterson Wardlaw. 

fBill Introduced by Representative Mann of Pickens 
County, Session 1919. 



14 

do so? Is it fair that Johnny Jones, who has been com- 
pelled to attend school for four months each year until he 
has learned to read, write, and cipher should now be 
barred from studying Latin and algebra just because his 
teacher does not know these subjects herself? Every- 
body knows that the teachers of the State get out of all 
the work they can anyhow, so why not compel the said 
teacher to accede to Johnny Jones' request to be taught 
eighth, ninth and tenth grade subjects?" Needless to 
add that grown men almost wept over the plight of poor 
Johnny who "wants to teach" and is prevented from 
getting the proper preparation by the laziness and selfish- 
ness of the two teachers of the country school who refused 
to teach him high school subjects. Their only reason was 
that they had fifty pupils requiring thirty-five lessons a 
day in the first seven grades and that these recitations 
required of each teacher seventeen and a half twenty-five 
minute recitation periods a day or a total of seven and a 
fourth hours of teaching time each day and that when one 
and a half hours for dinner and recess periods were 
added to this teaching time, a school day of eight and 
three-fourths hours was required and that there was no 
time for Johnny's high school education. In spite of this 
calculation, there is frequently heard the statement that, 
"Two educated teachers can handle ten grades where 
there are not more than fifty-five pupils enrolled." Let 
us test this statement. Deducting enough time for dinner 
hour and recess periods, we seldom have more than a six 
hour or a three hundred and sixty minute school day. 
The high school teacher with only three grades of four 
subjects each has twelve recitations of thirty minutes 
each. We shall not discuss the work of the elementary 
teacher except to say that being "educated," she knows 
how to teach seven grades with less than an hour of time 
for each grade as well as the city teacher who has five 
hours for one grade. The country teacher must be six 
times as efficient as the city teacher during the school 
day. How wonderful she must be in preparing the next 



15 

day's lessons ! Able teachers sometimes spend two hours 
a day in preparing to teach five classes on the following 
day. At that rate, our high school teacher would study 
from 7 :00 p. m. to 12 :30 each evening. The elementary 
teacher possibly having not over twenty-five classes, by 
combining some of the grades would need about ten 
hours of preparation. She would be permitted to sleep 
from 5:00 to 7:00 a. m. if she did not live too far from 
the school building. Is it necessary to add that the "edu- 
cated" teacher will not remain in such a situation? Too 
many graded schools are offering better salaries, better 
living conditions, and less work. If the father of Johnny 
Jones wants him to have high school training, he must 
not demand it at the expense of Johnny's small sisters. 
He should be taught that every Johnny in South Caro- 
lina cannot have a real high school within three miles 
of his home and then he should make sure that Johnny's 
small sisters may be prepared for high school work by 
forbidding the two teachers in his school to attempt 
teaching more than seven grades. Any educator in the 
United States will assure him that elementary pupils 
cannot secure proper instruction under less favorable 
conditions. 

Consolidated High School. 

But what about Johnny's high school training? The 
consolidated high school is his only hope. From two to 
three consolidated high schools for each race in each 
county of South Carolina would furnish adequate high 
school facilities for all of the Johnnies and Marys of the 
State. Such a system of consolidated high schools would 
assure suitable buildings, proper heating, ventilation and 
sanitary provisions, and ample equipment for teaching 
history, science, and vocational subjects. It would also 
provide for instruction in each subject by a teacher who 
had specialized in his subject. By bringing together into 
one high school, by means of railroads and school wagons, 
all of the high school pupils within a radius of five to 



16 

seven miles, the patrons of that school would be co-operat- 
ing financially in such a way that they could afford to 
employ an adequate teaching force which would assure 
real high school training for pupils attending such a 
school. Much has been accomplished by the consolidated 
school, but only the more progressive communities have 
realized its great possibilities. Legislation should make 
it impossible for any district to house its school children 
in any but a well-lighted, hygienically planned building 
with sanitary surroundings. Too little thought has been 
given to the care of the child's physical welfare. 

Medical Inspection. 

(a) Free Treatment. 

The proper care for the health of school children de- 
mands real, skillful and efficient medical inspection of all 
school children each year and free treatment to correct 
the physical defects and diseases of children whose par- 
ents are not able to pay for the treatment recommended 
by the medical inspectors. 

(b) School Nurses. 

To follow up this medical inspection and give treat- 
ment, each school should employ one or more public health 
nurses to educate the entire community along the lines of 
sanitation, hygiene, and dietetics. The nurses thru vari- 
ous methods of publicity should show the people of their 
community how to prevent contagious and infectious dis- 
eases and should convince these people that it is not neces- 
sary for every child in a community to go thru the whole 
category of contagious diseases in order to become a real 
good South Carolinian. Such a program is as essential 
to the safety of the well as to that of the diseasesd, to 
the safety of the rich as wtII as to the protection of the 
poor. 



17 

Physical Education. 

The measures just mentioned will expose and correct 
the physical defects of the school children and will help 
greatly in preventing disease. However, we must go a 
step further. Thru provision for supervised play and 
physical culture in our schools, we must develop the phys- 
iques of our school children. The recent report of Major 
General E. H. Crowder, provost marshal general of the 
United States, sho>vs that thirty per cent, of the men 
called for medical examination were physically unfit for 
military duty. On the other hand, life in the uniform 
has remade the 3,750,000 men accepted for military serv- 
ice. They have gained millions of pounds in weight, the 
average gain per man being fourteen pounds. They 
breathe deep. They have new color. They are supple. 
They know for the first time in life the fullness of health. 
All of this was brought about by living in the fresh air, 
by eating the proper food, thru the taking of setting-up 
exercises, and thru the playing of games under the direc- 
tion of competent physical directors. What has been done 
for the men in uniform can be done for school children. 
The trained play director, competent to direct the physi- 
cal activities of school children, is as essential to the 
school as the teacher of reading or English. Every school 
child should be taught the joy of play, the physical bene- 
fits to be derived from play and from properly executed 
setting-up exercises. The ability to direct games and set- 
ting-up exercises should be required of a teacher before 
she is certified to teach in our schools. Participation in 
play, games, and physical exercises should be compulsory 
for every school child. 

Provision for Mental Defectives. 

No school program that does not make provision for 
mentally defective pupils will be effective. Provost Mar- 
shal General Crowder's report shows that six and two- 
tenths per cent, of all the men rejected for military serv- 



18 

ice were mentally defective. There are 564,320* 
boys and girls of school age in South Carolina. Basing 
our figures on General Crowder's report (any experienced 
teacher who has studied psychology is not surprised at the 
facts revealed in General Crowder's report) we find that 
there are more than 34,000 mentally defective children of 
public school age in the State of South Carolina. It is an 
injustice to the normal child as well as to the mentally 
defective child to place them in the same class-room. Each 
retards the progress of the other. Methods that are suit- 
able for the development of the normal child are not 
adapted to the development of the mentally defective 
child and vice versa. The method of teaching mentally 
defective children should be determined by the degree of 
defectiveness. Some should be placed in special or un- 
graded rooms in classes under teachers with special train- 
ing for teaching abnormal pupils. Others should be placed 
in special schools for the feeble-minded. 

Vocational Training. 

When all the children are in school and their physical 
well-being is provided for, public sentiment must be edu- 
cated to the point of demanding vocational training. 
Probably this type of education will meet with approval 
in most communities, if properly presented. The curri- 
culum of the past has rested serenely on the idea that 
all educated men will become preachers, doctors, or law- 
yers and that all girls will marry at an early age. The 
boys could secure their vocational training thru profes- 
sional schools and the girls were to get theirs thru in- 
stinct. The laboring or industrial classes were not ex- 
pected to go to school and the apprentice system pre- 
pared them for self-supporting occupations. 

The introduction of the factory system, the application 
of science to industry, and the idea that all members of a 
community must be educated have increased the demands 

*Estimated from United States Census, 1910. 



19 

made upon the school. The introduction of the factory- 
system has removed most of woman's work from the 
home, thus making it more and more necessary for girls 
who do not wish to be parasites and for those who have 
to add to the family income, to enter some outside occupa- 
tion. The application of science to farming and industry 
has made it impossible for the old apprenticeship and 
father-to-son methods to compete successfully in the com- 
mercial, industrial, or agricultural world. This economic 
training that has passed from under the supervision of 
the home, must, to a large extent, be supplied by the State 
if society is to fulfill its duty of guaranteeing to each in- 
dividual some form of training which will contribute to 
his self-support and productiveness. The State's agent 
for this work is the school. 

Four Types of Vocational Training. 

In our State probably four types of vocational train- 
ing would suffice. The girls should be required to take 
a course in domestic science and household arts as the 
majority will have the care of a home either directly or 
indirectly. The few that do not should understand what 
the majority of their sisters are doing. Training in agri- 
culture and commercial subjects should be offered to all 
students. In mill communities part-time schools would 
permit the learning of the textile industries. It is essen- 
tial that this vocational training be coordinated with the 
public school work in order that a sharp division between 
industrial and professional classes may be avoided. If 
necessary, industrial efficiency must be sacrificed to so- 
cial efficiency. The latter can be brought about only 
thru contact which promotes understanding and sym- 
pathy. 

After all, the educational program of a State is only 
its school for preserving itself. "The autocratic German 
government developed thru its schools technical and ex- 
pert leadership and a willingness to follow it never before 
equalled but it failed to develop the mass movements and 



20 

co-operation necessary to the highest accomplishment."* 
The education that the State of South Carolina must 
provide is not instruction handed down from above for 
either economic or military purposes. It must be "of the 
people, by the people, for the people," and it must have 
as its aim the all-round development of a free and en- 
lightened people. 

*"An Introduction to Educational Sociology." — Smith. 



21 



APPENDIX. 



Before attempting to write an educational program 
for South Carolina, I mailed a questionnaire to every 
county superintendent of education in South Carolina and 
to every superintendent of schools in towns of 2,500 in- 
habitants and over. I have arranged their replies in 
the form of a graph and placed it after a copy of the 
questionnaire. It is interesting to note that while many 
educators favor legislation that will make future adult 
illiteracy impossible, a larger number is in favor of an 
appropriation for wiping out present adult illiteracy. 

In addition to studying the sentiment of the school 
men of the State, an effort was made to avoid recom- 
mending any scheme or law that has not worked success- 
fully, under similar conditions, in other States. 



22 



QUESTIONNAIRE. 



1. Are you in favor of a State Board for the certifica- 
tion of teachers? 

2. Is South Carolina ready for and do you favor a 
State- wide compulsory attendance law? 

3. Are you in favor of an appropriation by the next 
Legislature for the teaching of adult illiterates? 

4. Do you favor a State-wide text-book adoption that 
would require all schools (both special charter and 
others) to use the books on the State's list? 

5. (a) Do you favor a substantial increase in the 
salaries of teachers? (b) How would you suggest that 
this money be raised ? 

6. Do you think that the three-mill Constitutional tax 
should be abolished? 

7. Is there any legislation that you think is especially 
needed just now? 

8. Should county superintendents of education be 
elected or appointed? If appointed, by whom? 

9. Should there be a State tax and an equalizing 
board for the benefit of the poorer counties? 



23 



BIBLIOGRAPHY. 



"Does It Pay?"— Dr. Reed Smith. 
Bulletin, 1915, No. 47, Bureau of Education, State 
Laws, Relating to Public Education. 

Bulletins of Illiteracy Commission of South Carolina. 

1917 Report of State Superintendent of Education for 
South Carolina. 

1918 Report of State Superintendent of Education for 
South Carolina. 

1917 Report of United States Commissioner of Educa- 
tion. 

"An Introduction to Educational Sociology." — Smith. 

"Social Organization." — Cooley. 

"Outlines of Sociology." — F. W. BlacKman and J. L. 
Gillen. 

"The School and the Nation." — G. Kerschensteiner. 

"Education of the American Citizen." — A. T. Hadley. 

"Administration of Public Education in the United 
States." — Dutton and Snedden. 

"Education Thru Play."— H. S. Curtis. 

"Prevocational Education in the Public Schools." — 
Leavitt and Brown. 

"Industrial Education." — H. S. Person. 

"Education for Industrial Workers." — Herman Schnei- 
der. 

"The Place of Industries in Elementary Education." — 
Katherine Elizabeth Dopp. 




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